SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Industrial & Systems Engineering
Program: B. S. Industrial & systems Engineering
College: Engineering
Website: http://ise.sjsu.edu/
X- Check here if your website addresses the University Learning Goals.
Program Accreditation (if any): ABET through 2018
Contact Person and Email: Minnie H. Patel, minnie.patel@sjsu.edu
Date of Report: May 31, 2015
Part A
1.
List of Program Learning Outcomes (PLOs)
a
b
c
d
e
f
g
h
i
j
k
Have an ability to apply knowledge of mathematics, science and industrial and systems
engineering.
Have an ability to design and conduct experiments, as well as to analyze and interpret data.
Have an ability to design a system, component, or process to meet desired needs within realistic
constraints such as economic, environmental, social, political, ethical, health and safety,
manufacturability, and sustainability
Have an ability to function on multi-disciplinary teams.
Have an ability to identify, formulate and solve engineering problems.
Have an understanding of professional and ethical responsibility.
Have an ability to communicate effectively.
Have the broad education necessary to understand the impact of engineering solutions in a global,
economic, environmental, and societal context
Have a recognition of the need for, and an ability to engage in, life-long learning.
Have the knowledge of contemporary issues.
Have an ability to use the techniques, skills, and modern industrial and systems engineering tools
necessary for industrial and systems engineering practice.
x
x
x
Social and Global Responsibilities
Applied Knowledge
Intellectual Skills
Broad Integrative knowledge
PLO/ULG
a. Disciplinary Knowledge
b. Proficiency with experiments
c. Design
d. Multidisciplinary teamwork
e. Problem solving
f. Ethics
g. Communication skills
h. Broad impacts of engineering
i. Life-long learning
j. Contemporary issues of engineering
k. Modern Tools
Specialized knowledge
2. Map of PLOs to University Learning Goals (ULGs)
x
x
x
x
x
x
x
x
x
x
x
x
3. Alignment – Matrix of PLOs to Courses
Each ISE course coordinator applied Bloom’s Taxonomy of learning levels (Table 3.1) to characterize
the expected level of learning for each course topic.
Table 3.1 – Bloom’s Taxonomy
Bloom’s
Taxonomy
Active Description Verbs
Remembering
Retrieving, recognizing, and recalling relevant knowledge
from long-term memory. .
Constructing meaning from oral, written, and graphic
messages through interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.
Carrying out or using a procedure through executing, or
implementing.
Breaking material into constituent parts, determining how the
parts relate to one another and to an overall structure or
purpose through differentiating, organizing, and attributing.
Making judgments based on criteria and standards through
checking and critiquing.
Putting elements together to form a coherent or functional
whole; reorganizing elements into a new pattern or structure
through generating, planning, or producing.
Understanding
Applying
Analyzing
Evaluating
Creating
Level of
Learning
+
++
+++
Matrix mapping of course topics to Program Outcomes
Each ISE course coordinator applied Bloom’s Taxonomy of learning levels (Table 3.1) to characterize the
expected level of learning for each course topic. The Table 3.2 summarizes program learning outcomes
mapped to each course in the program at appropriate leaning levels of Bloom’s Taxonomy.
Table 3.2 – ISE Program – Outcome Mapping Matrix
Outcome Mapping Matrix – 2010/11
Program
Outcome:
a
b
c
d
e
f
g
h
i
j
k

+

+
Required Courses (Engineering Core)
Engr. 10

+
ME 20
+
CmpE 46 Or
30
++
+

+
+
++
Engr. 100W
++
++
EE 98
+
MATE 25
+
ISE 102
++
+
+++
++
++
+
+


++
++
+++
+++
CmpE 131
ISE 105
+++
+++
++
++
++
ISE 115
+++
+++
+++
++
ISE 120
++
++
++
++
++
++
++
ISE 130
+++
++
++
+
++
++
++
ISE 131
++
++
++
+++
+++
++
++
ISE 135
++
++
++
++
+++
++
ISE 140
++
+++
+++
++
+++
++
++
++
ISE 142
++
++
+++
+++
+++
++
+++
+
+
+++
++
+++
+++
++
++
+++
+++
++
+++
+
+++
++
++
++
ISE 151
ISE 155
++
ISE 167
+++
++
++
ISE 170
+++
++
++
++
++
++
++
++
++
++
++
++
++
++
+++
++
++
++
++
++
++
++
+++
+++
++
++
++
++
++
++
++
++
++
++
++
Capstone Courses
ISE 195A
ISE 195B
+++
+++
++
+++
+++
++
++
+++
++
+++
++
++
++
+++
+
++
+
+++
++
Elective Courses
ISE 112
++
++
++
++
++
+++
ISE 114
+++
++
+++
++
+++
+++
ISE 164
+
++
++
++
++
++
++
++
++
++
ME 110
+ Skill level 1 or 2 in Bloom’s Taxonomy ++
 Skills relevant but not presently assessed
Skill level 3 or 4 in Bloom’s Taxonomy
+++
Skill level 5 or 6 in Bloom’s Taxonomy
The Outcome Mapping Matrix in Table 3.2 above indicates across the ISE curriculum, each outcome is
addressed many times at all levels of Bloom’s Taxonomy. The table also points out the contributions of the
Engineering Core and Technical Writing course to the achievement of program learning outcomes.
4. Planning – Assessment Schedule
We have an assessment cycle for performance criteria with an alternating data collection and analysis period
of one academic year and an implementation of assessment data analysis results in the following academic
year period for each student outcome. See Table 4.1 for the assessment schedule.
Table 4.1: Assessment Schedule
Data
Collection
Analysis
Recommendations
Implementation
F 12
X
X
X
S13
X
X
X
F13
S14
X
X
F 14
X
X
X
S 15
X
X
X
F15
S16
X
X
F16
X
X
X
S17
X
X
X
See Table 4.2 summarizing performance criteria for each program learning outcome, corresponding courses
used to assess and evaluate student outcomes, and semester in which data are collected and results analyzed
every two years.
Table 4.2: Student Outcome and Corresponding Performance Criteria along with the Course Numbers
ABET Outcome
a
An ability to apply
knowledge of
mathematics, science, and
engineering
Performance Criteria
Assessment
Solve statistical decision making
engineering problems (Apply
knowledge of mathematics)
ISE 130
Solve management decision making
engineering problems
ISE 170
F
S
X
X
(Apply knowledge of math, science,
and engineering)
b
c
d
An ability to design and
conduct experiments, as
well as to analyze and
interpret data
An ability to design a
system, component, or
process to meet desired
needs within realistic
constraints such as
economic, environmental,
social, political, ethical,
health and safety,
manufacturability, and
sustainability
An ability to function on
multi-disciplinary teams
Solve engineering economic problems
(Apply knowledge of mathematics)
ISE 102
X
Solve statistical decision making
engineering problems (Analyze and
interpret data)
ISE 130
X
Design experiments and collect,
analyze, and interpret data to solve
engineering problems
ISE 135
X
Collect, analyze, and interpret data in
simulation studies
ISE 167
X
Design and plan process, facilities
ISE 195B
X
Develop a strategic and management
plans
ISE 195B
X
Collaboration and conflict
management: team development,
interpersonal style, conflict
management, participation
ISE 151
X
Team Communication:
ISE 151
X
ISE 151,
X
ISE 195A and
ISE 195B
X
Active listening, feedback, influencing
others, sharing information
Team decision making:
Defining a problem, innovation and
idea generation, judgment/ using facts,
reaching consensus
Team performance on a
multidisciplinary project
X
e
f
g
h
An ability to identify,
formulate, and solve
engineering problems
An understanding of
professional and ethical
responsibility
An ability to
communicate effectively
Understanding of the
impact of engineering
solutions in
global/societal context
Formulate and solve engineering
economic analysis problems
ISE 102
X
Demonstrate improvement of process
strategies, cycle time, and WIP
reduction
ISE 140
X
Formulate and solve operations
research/management decision making
problems
ISE 170
Demonstrates an ability to make
informed ethical choices
ISE 151, 105
X
Demonstrates knowledge of
professional code of ethics
ISE 151, ISE
195A
X
Communicate in small teams, writing
and in variety of other ways
Recognition of the need
for, and an ability to
engage in lifelong
learning
X
ISE 120
X
Develop technical writing skills
ENGR 100W
X
Demonstrates effective technical
presentations and writing senior design
report
ISE 195A and
ISE 195B
X
X
Evaluate society context of poor
quality
ISE 131
X
Demonstrate approaches to improve
quality
ISE 131
X
Demonstrate the impact and benefits
of moving to a leaner production
system
ISE 140
Develop green system solutions
i
X
X
ISE 195B
Learn to use a ProModel, and excel for
solving operational problems
ISE 140
Learn to use MINITAB and Microsoft
Excel to for solving statistical quality
problems
ISE 131
X
X
X
Research and present on
contemporary topics
ISE 195A
X
Research and analyze new IE topics
ISE 195A
X
j
Knowledge of
contemporary issue
Use of current financial
data/parameters to solve engineering
decision-making problems
ISE 102
Develop an understanding of the "state
of the art" of service management
thinking
ISE 142
X
Remember/recognize the benefits of a
well-defined and integrated supply
chain and the technical benefits and
impact of an ERP system
ISE 155
X
Research and present contemporary
topics
k
Ability to use the
techniques, skills and
modern engineering tools
necessary for engineering
practice
ISE 195A
Learn to use LINDO optimization
software to do sensitivity analysis
ISE 170
Learn to use a simulation software
PROMODEL to do the analysis of the
existing systems/processes
ISE 167
X
X
X
X
The senior exit oral and written exam data collected during academic year 2012-2013 and 2013-2014 will be
analyzed in summer of 2014. The results will be implemented in 2014-2015.
5. Student Experience
The PLOs are posted on the ISE webpage. Here is a link http://ise.sjsu.edu/content/bs-ise-student-outcomes.
The PLOs are also listed and mapped to course learning outcomes/objectives in green sheet of each course
offered starting spring 2015. The students’ feedback is considered in defining and improving program
objectives via alumni survey. The program learning outcomes are then revised accordingly since they map to
program objectives. Thus students’ feedback is considered indirectly.
Part B
6. Graduation Rates for Total, Non URM and URM students (per program and degree)
The university targets for first-time freshmen 6-yr graduation rates set by the Chancellor’s Office are 51.6%,
47.8%, and 53.2%, for total, URM and Non-URM populations, by 2015-2016. The university targets for
transfer and graduate students are not specifically published, but generally improvement is expected here too.
t-Time Freshmen
Undergraduate Transfer
New Credential
First-Time Graduate
Fall 2008 Cohort: 6-Year
Graduation Rate
Fall 2011 Cohort: 3-Year
Graduation Rate
Fall 2011 Cohort: 3-Year
Graduation Rate
Fall 2011 Cohort: 3-Year
Graduation Rate
Progr
am
Coho
rt
Size
Progr
am
Grad
Rate
Colle
ge
Avera
ge
Grad
Rate
- All
Stude
nts
Who
Enter
ed
This
Colle
ge
Univer
sity
Avera
ge
Grad
Rate All
Stude
nts
Who
Entere
d the
Univer
sity
Progr
am
Coho
rt
Size
Progr
am
Grad
Rate
Colle
ge
Avera
ge
Grad
Rate
- All
Stude
nts
Who
Enter
ed
This
Colle
ge
Univer
sity
Avera
ge
Grad
Rate All
Stude
nts
Who
Entere
d the
Univer
sity
Progr
am
Coho
rt
Size
Progr
am
Grad
Rate
Colle
ge
Avera
ge
Grad
Rate
- All
Stude
nts
Who
Enter
ed
This
Colle
ge
Univer
sity
Avera
ge
Grad
Rate All
Stude
nts
Who
Entere
d the
Univer
sity
Progr
am
Coho
rt
Size
Progr
am
Grad
Rate
Colle
ge
Avera
ge
Grad
Rate
- All
Stude
nts
Who
Enter
ed
This
Colle
ge
Univer
sity
Avera
ge
Grad
Rate All
Stude
nts
Who
Entere
d the
Univer
sity
Total
4
50.0
%
40.5%
49.7
%
12
58.3
%
37.5%
55.3
%
0
/0
/0
8.3%
50
60.0
%
64.7%
60.
8%
URM
2
0.0%
22.8%
40.7
%
1
100.0
%
36.0%
55.2
%
0
/0
/0
12.2
%
5
80.0
%
60.0%
65.
2%
NonURM
2
100.0
%
47.8%
53.3
%
8
62.5
%
38.2%
54.9
%
0
/0
/0
8.0%
25
56.0
%
46.2%
54.
2%
All
other
s
0
/0
39.3%
52.9
%
3
33.3
%
36.4%
56.9
%
0
/0
/0
4.9%
20
60.0
%
77.1%
69.
4%
Note: Cohort size too small to make any meaningful interpretation
7. Headcounts of program majors and new students (per program and degree)
Fall 2014
Total
New Students
Continuing Students
FT Admit
New Transf
Continuing
Returning
Trnst-Ugrd
Total
78
20
243
1
1
343
BS
10
20
127
1
1
159
MS
68
116
184
8. SFR and average section size (per program)
Fall 2014
Subject
Headcount
per Section
College
Headcount
per Section
University
Headcount
per Section
48.2
35.6
Lower Division
Upper Division
62.5
37.2
28.0
Graduate Division
27.5
31.6
15.8
Fall 2014
Subject SFR
College SFR
University SFR
Lower Division
26.4
31.0
Upper Division
50.6
27.0
25.5
Graduate Division
34.5
40.9
20.8
Note: The department is meeting the SFR targets as outlined by COE for our department and the headcount
per section for the upper division is skewed by one course ISE 130.
9. Percentage of tenured/tenure-track instructional faculty (per department)
Fall 2014
Department FTEF #
Department
FTEF %
College
FTEF %
University
FTEF %
Tenured/Tenure-track
3.0
66%
42.7%
42.8%
Not tenure-track
1.5
34%
57.3%
57.2%
Total
4.5
100%
100.0%
100.0%
Part C
10. Closing the Loop/Recommended Actions
The following actions were taken to overcome deficiencies found in achievement of outcomes a, i, and j
from annual assessment report of 2013-14. Note that the actions were not recommended in the last year’s
annual assessment report as the preparer of the report misunderstood what was required to be filled in
Section 13 of the annual assessment form and it was left blank.
Outcome a
In fall 2014, ISE 170 course emphasized markov chain coverage in class with many examples and
applications of the subject matter. The students were assigned homework problems in this area.
Outcome i
The instructor of ISE 167 presented an example to discuss emergency room operations analysis.
Outcome j
ISE 102 course was taught by a newly hired professor. He was unable to cover the topic of depreciation
of capital investment. This professor will make sure that this topic will be covered in fall 2015.
11. Assessment Data
Performance measure: 80% of the students score 80% or above.
Interpretation of the performance measure is as follows: The instructors use the holistic rubric included in
the Appendix of this document to grade students’ performance. One or more criteria of the rubric may be
used, depending on the type of assignment and the requirement of the performance criterion that is being
evaluated. Finally, students’ performance is scaled and converted to a percentage. A score of 70% reflects
meeting expectations. A description of ‘meets expectation’ for each criterion is given in the corresponding
row under the ‘meets expectations’ column of the rubric. Rubrics were developed and used for grading ISE
195A and ISE 195B homework assignments, presentations, and reports.
ABET Outcome
a
An ability to apply
knowledge of
mathematics, science, and
engineering
Assessment Data Summary – Fall 2014
Performance Criteria
Course
Assessment
Solve statistical decision
making engineering problems
(Apply knowledge of
mathematics)
Solve engineering economic
problems (Apply knowledge of
mathematics)
Assessment
Method
Outcome
ISE 130
Quiz 1, Question
2 on probability
distribution,
probability
calculation, and
use of counting
rules
70% of the
students
scored 70%
or above
ISE 130
Test #2 Ques #4:
Probability
calculation using
continuous
density function
and relationship
between
exponential and
Erlang
80% of the
students
scored 70%
or above
ISE 102
Question asking
students to apply
knowledge of
mathematics to
solve a future
worth problem.
94%% of the
students
scored 100%
Quiz 2, pre-final
exam quiz,
question 1.
b
An ability to design and
conduct experiments, as
well as to analyze and
interpret data
Solve statistical decision
making engineering problems
(Analyze and interpret data)
ISE 130
Q5 of final exam:
Analysis and
interpretation of
data using
statistical
hypothesis testing
and confidence
intervals
70% of the
students
scored 70%
or above,
55% scored
80% and
above, 36%
of the
students
scored 90%
or above
d
An ability to function on
multi-disciplinary teams
Design experiments and
collect, analyze, and interpret
data to solve engineering
problems
ISE 135
Final project:
design, analyze,
and collect data to
answer a question
Collect, analyze, and interpret
data in simulation studies
ISE 167
Will be collected
in Fall 2015
Collaboration and conflict
management: team
development, interpersonal
style, conflict management,
participation
ISE 151
Team
Assignment:
Staffing: crossfunctional
selection
98% of the
students
scored 90%
or above
Team Communication:
ISE 151
Team
Assignment:
Process
documentation
and analysis
100% of the
students
scored 85%
or above
ISE 151
Final exam Q1:
What do
engineers need to
master to be able
to function at peak
performance when
part of
diverse/multidisciplinary
teams?
60% of the
students
scored 70%
or above
Formulate and solve
engineering economic
analysis problems
ISE 102
Question asking 98.46%
students to apply scored 100%
formulate and
solve an
engineering
economic
analysis cash
flow question.
Quiz 2, pre-final
exam quiz
question 2.
Understand improvement of
process strategies, cycle time,
and WIP reduction
ISE 140
Final exam Q4
Active listening, feedback,
influencing others, sharing
information
Team decision making:
Defining a problem, innovation
and idea generation, judgment/
using facts, reaching consensus
e
An ability to identify,
formulate, and
solve
engineering
problems
90% of the
students
scored 70%
or above
89% of the
students
scored 70%
or above,
72% of the
students
scored 80%
or above,
51% of the
students
scored 90%
or above
f
g
An understanding of
professional and ethical
responsibility
An ability to
communicate effectively
Demonstrates knowledge of
professional code of ethics
ISE 151
NSPE's ten
true/false online
self-exam test of
knowledge of
professional
engineering
ethics,
90% of the
students
scored 70%
or above,
76% of the
students
scored 80 %
or above, and
59% of the
students
scored 90%
or above
ISE 195 A
Class participated
in reading the
NSPE Code of
Ethics, reviewing
a case from the
NSPE website,
and watching
SME video case
studies
77% of the
students
scored 70%
or above.
Final exam Q4:
What do
engineers have to
carefully consider
in the fulfillment
of their
professional
duties?
97% of the
students
scored 100%
Senior design
written technical
report and
presentation
100% of the
students
scored 80%
or above, and
41% of the
students
scored 90%
or above
Demonstrates an ability to
make informed ethical choices
ISE 151
Develop technical writing skills
ENGR
100W
Demonstrates effective
technical presentations
and writing senior
design report
ISE 195A
70% means
mostly
engaged and
participated
when called
upon
h
Understanding of the
impact of
engineering
solutions in
global/societal
context
Demonstrate the impact and
benefits of moving to a leaner
production system
ISE 140
Experimenting
with batch size,
priority rule, pull
vs push on project
100% of the
student
scored 80%
or above and
49% scored
90% or above
i
Recognition of the need
for, and an ability to
engage in lifelong
learning
Learn to use a ProModel, and
excel for solving operational
problems
ISE 140
Using ProModel
to successfully
complete
scheduling
portion of the
final project
100% of the
students
scored 100%
Research and present
contemporary topics
ISE 195A
Researching IE
magazine article
and making
presentation on it
97% scored
70% and
above, 79%
scored 80%
and above,
54% scored
90% and
above
Use of current financial
data/parameters to solve
engineering decision-making
problems
ISE 102
Question asking
students to use
current interest
rates to solve an
engineering
decision-making
problem.
83% scored
100%
j
Knowledge of
contemporary issue
Quiz 2, pre-final
exam quiz,
question 3
k
Ability to use the
techniques, skills and
modern engineering tools
necessary for engineering
practice
Research and present
contemporary topics
ISE 195A
Researching IE
magazine article
and making
presentation on it
Learn to use a simulation
software PROMODEL to do
the analysis of the existing
systems/processes
ISE 167
Will be collected
in Fall 2015
Assessment Data Summary - Spring 2015
97% scored
70% and
above, 79%
scored 80%
and above,
54% scored
90% and
above
ABET Outcome
a
c
Performance Criteria
Course
An ability to
apply knowledge
of mathematics,
science, and
engineering
Solve management decision
making engineering
problems
ISE 170
An ability to
design a system,
component, or
process to meet
desired needs
within realistic
constraints such
as economic,
environmental,
social, political,
ethical, health and
safety,
manufacturability,
and sustainability
Design and plan process,
facilities
ISE 195B
ISE 195B
100% of the
projects scored
70% or above in
the design and plan
process facilities
section of the
report
Develop a strategic and
management plans
ISE 195B
ISE 195B
100% of the
projects scored
70% or above in
strategic and
management plans
of the report
(Apply knowledge of math,
science, and engineering)
An ability to
identify,
formulate, and
solve engineering
problems
Formulate and solve
operations
research/management
decision making problems
f
An understanding
of professional
and ethical
responsibility
Demonstrates knowledge
of professional code of
ethics
g
An ability to
communicate
effectively
Communicate in small
teams, writing and in variety
of other ways
e
Assessment
Method
Homework 6/
Question 3
Assessment
Outcome
83.76% of the
students scored
70% or above
Queuing Theory/
Cost &
Optimization
ISE 170
Homework 2/
Question 2
79.31% of the
students scored
70% or above on
Question 3;
Formulate a linear
program for a
manufacturing
problem and solve.
ISE 195A
ISE 195A: Ethics
case class
discussion
ISE 120
projects are to be
real world
workplace
evaluations
incorporating
87.5% of the
students scored
70% or above in
the ethics class
discussion
100% of the
students scored
70% or above in
the written portion
of the report and
Operation
Process Charts,
work
measurement and
ergonomics
A group video of
making
sandwiches
Develop technical writing
skills
Demonstrates effective
technical presentations and
writing senior design report
ENGR
100W
ENGR 100W
ISE 195A
ISE 195A:
Presentation of IE
Magazine Articles
Individual
presentation style
100% of the
students scored
70% or above
(87.5% scored 84%
or above)
Team slide content
100% scored 80%
or above (81.25%
scored 80% or
above)
ISE 195B
First oral
presentation
First team slide
content
Understanding of
the impact of
engineering
solutions in
global/societal
context
Evaluate society context of
poor quality
ISE 131
100% of the
students cored 70%
or above
100% of the
students scored
76% or above
Final oral
presentation
100% of the
students scored
80% or above
(improvement from
the first
presentation)
Final team slide
content
100% of the
student scored 79%
or above
Final report
h
100% of the
students scored
70% or above in
the video
presentation of
their work
Evaluate Society
Context of Poor
Quality (9, 10,14,
18 questions
multiple choice;
final exam)
100% of the
students scored
77% or above
85.45% of the
students scored
70% or above
Demonstrate approaches to
improve quality
Develop solutions from
globalization perspectives
ISE 131
ISE 131 final
project
98.18% of the
students scored
70% or above. IN
fact, all but one
student scored 95
or above.
ISE 195B
How #3 on
outsourcing*
100% of the groups
scored 70% or
above in
addressing
outsourcing
HW #4 Senior
Design Project,
address the human,
social, and cultural
barriers that may
result in difficulties
conducting your
project in a country
outside of the
United States.
Choose at least one
country to explain
in detail any
challenges that
could be faced and
how they would
change your
project*.
i
Recognition of the
need for, and an
ability to engage
in lifelong
learning
74% of the students
score 77% or above
HW #1 Compare
systematically the
ideas, values,
images, cultural
artifacts, economic
structures,
technological
developments,
and/or attitudes of
people from more
than one culture
outside the U.S*
86.7% of the
students scored
70% or above
Learn about Sustainability
as applied to life cycle
engineering
ISE 103
Homework on
sustainability
100% of the
students scored
70% or above
Learn to use MINITAB and
Microsoft Excel to for
solving statistical quality
problems
ISE 131
ISE 131 Final
Project
100% of the
students scored
70% or above in
the final project
j
Knowledge of
contemporary
issue
Research and analyze new
IE topics
ISE 195A
Develop an understanding
of the "state of the art" of
service management
thinking
ISE 142
Remember/recognize the
benefits of a well-defined
and integrated supply chain
and the technical benefits
and impact of an ERP
system
Research and present
contemporary topics
ISE 195A
Q35 on Service
package
Q62 on
overbooking
strategy
ISE 155
ISE 195A
94%% of the
groups scored 80%
or above in
researching and
analyzing new IE
topics
85.3% of the
students scored
100%
75.4%of the
students scored
100% students
Q63 Determining
service level, order
quantity, and cost
under uncertain
demand during the
lead time
76.3% of the
students scored
70% or above
HW #4 Q2 How
would response
time for the
customer be
influenced by use
of an integrated
network with an
Enterprise
Resource Planning
in use by its
members?
98%% of the
students scored
80% or above
Quiz 2: Describe
the supply side
benefits from the
four factors in
integrated
marketing channels
in 1-2 sentences for
each?
77% of the students
scored 70% or
above
Class Participation
100% of the groups
scored 70%
(93.33% scored
87% or above.
100% scored 70%
or above (93.33%
scored 80% or
above)
100% scored 70%
or above (87%
Individual
presentation
Team slide content
scored 80% or
above)
k
Ability to use the
techniques, skills
and modern
engineering tools
necessary for
engineering
practice
Learn to use spreadsheet
optimizers software to do
sensitivity analysis
ISE 170
Homework 3Question 3
70.69% of the
students scored
70% or above
Sensitivity analysis
with LINDO,
LINGO or EXCEL
Solver.
‘*’ Special rubrics were created to evaluate Homework #1, #3, and #4 for ISE 195B
12. Analysis
Based upon the data collected in fall 2014 and spring 2015, outcomes d was partially achieved and others
were achieved at desired level. One performance measures of outcome d was not achieved and others were
achieved.
13. Proposed changes and goals (if any)
In ISE 151 team decision making will be emphasized and homework will be assigned covering this topic in fall
2015.
Appendix : Holistic Rubric
Criteria
1. Reading and
Interpretation
(The student accurately and
appropriately reads and
interprets data found in various
quantitative formats.)
2. Representation
(The student accurately
represents the quantitative
analysis to be accomplished.)
3. Evaluation of the
Data
(The student considers
quantitative information
critically.
E.g., the student evaluates the
efficacy of the data using
criteria such as limitations,
source of the data, potential
bias, timeliness, credibility,
relevance, usefulness, etc.)
4. Assumptions and
Data Limitations
Well Below
Expectations
1
Does not read and
interpret the meaning
of data found in
written, symbolic,
tabular, and/or
graphic form.
Translates words
into numbers.
Below Expectations
2
Meets Expectations
3
Attempts to read and
interpret the meaning
of data found in
written symbolic,
tabular, and/or graphic
form but makes
significant errors.
Uses proper notation,
conventions, etc.
Usually read and
interpret the meaning
of data found in
written symbolic,
tabular, and/or graphic
form but might make
minor errors.
Accurately converts
words into symbolic
frameworks or
equations.
Asks useful questions
about the data and
attempts to answer
them.
Does not question
the data (assumes
the data are valid).
Identifies some
questions about the
data but does not
answer them.
Does not mention
any assumptions.
Identifies assumptions.
Evaluates
assumptions.
Provides rationale for
why each assumption
is appropriate.
Determine if/when
computations are
necessary.
Set up the necessary
computations.
Design a strategy for
completing a
quantitative task.
Does not attempt to
manipulate the data
to meet given
purposes.
Attempts to
manipulate data into
alternate formats for
given purposes but
makes significant
errors.
Attempt to perform
computations but
exhibit many errors.
Select the appropriate
mathematical model to
use in given
computational
situations.
Accurately
manipulates data into
alternate formats for a
given purpose.
Perform calculations
(arithmetic, algebraic,
geometric, etc.) with
minor errors.
Accurately perform
calculations
(arithmetic,
algebraic, geometric,
etc.)
Consistently and
accurately makes
decisions that are
consistent with the
data and situation.
(The student evaluates
assumptions in given
quantitative situations.)
5. Process Modeling
(The student utilizes the
appropriate model for
completing a quantitative task.)
6. Data Manipulation
(The student manipulates data
into alternate formats for given
purposes.)
7. Raw Computation
(The student accurately
performs arithmetic, algebraic,
geometric, etc. calculations.)
8. Decision Making
(The student makes
decision/conclusions that are
consistent with the data and
situation.)
Exceeds
Expectations
4
Consistently and
accurately read and
interpret the meaning
of data found in
written symbolic,
tabular, and/or
graphic form.
Accurately represents
necessary work in
symbolic, tabular,
and/or graphic form.
Asks insightful
questions about the
data and uses
quantitative
reasoning to discuss
the strengths and
weaknesses in the
data.
Do not attempt to
perform
computations.
Does not make
decisions that are
consistent with the
data and situation.
Attempts to make
decisions that are
consistent with the
data and situation but
makes significant
errors.
Usually makes
decisions that are
consistent with the
data and situation but
might make minor
errors.
Selects the best
method for
manipulating data to
address a given
purpose.
Score
0=N/A
9. Validation
(The student judges the
soundness of conclusions
or decisions.)
10. Results
Representation
(The student organizes
and represents
information in
quantitative formats.)
Does not judge the
soundness of
conclusions or
decisions.
Does not organize
and represents
information in
quantitative formats
11. Process Description Does not provide
(The student provides a written written description
description of the
of the quantitative
quantitative process
process used.
employed.)
12. Make Meaning
(The student makes meaning
out of quantitative
information (e.g.,
computations, results,
graphs, etc.)
Lists the numeric
results or provides a
graphic, but does
not describe the
meaning of the data.
Attempts to judge the
soundness of
conclusions or
decisions but
makes significant
errors. to organize
Attempts
and represents
information in
quantitative formats
but makes
significant errors.
Attempts to provide
written description
of the quantitative
process used but
makes significant
errors.
Provides a written
description of the
quantitative
information but
provides limited
explanation of
the meaning.
Usually judges the
soundness of
conclusions or
decisions but might
make minor errors.
Usually organizes and
represents information
in quantitative formats
but might make minor
errors.
Provides an
understandable
narrative description
of the quantitative
process used.
Provides meaningful
descriptions of the
meaning of the
quantitative
information.
Consistently and
accurately judges
the soundness of
conclusions or
decisions.
Consistently and
accurately
organizes and
represents
information in
quantitative
formats.
Provides a detailed
narrative
description of the
quantitative process
used that fully
explains the process
employed. the
Organizes
material and
narrative to make a
point, resolve an
issue, or provide
evidence.